Name: Liam OShaughnessy (Mr O) Student Number: 32863867
School: Murdoch University (Placement school available on request)
Year. One
Subject Area: English
Situation: Action:
Where, why and when did you do the What did you do? How did you do it?
task?
Overall the both of the lessons went well. This critical
As a pre-service teacher on placement learning incident deals with how I received and actioned the
teaching a series of English lessons that feedback from my mentor teacher. During the debrief from
introduced the students to writing persuasive the first lesson my mentor and I noticed that I needed to slow
texts. down how I gave my instructions for lessons. We discussed
the issue and when I taught the second lesson in the sequence
I would go at an appropriate pace making sure that my
instructions were explicit and understood. Taking this
feedback onboard I adjusted the second lesson plan so that I
provided multiple opportunities to consolidate their learning
as a whole class and during mat time. I also connected the
lesson to prior learning and polished my learning objectives
for the lesson so that they could be explained to the students
with greater clarity.
I also modeled my expectations of persuasive texts and
provided the students with examples that were relevant and
meaningful to them.
During the lesson, I also asked questions at regular intervals
but also allowing the students enough time to work
Outcome:
What was the result of your action? How
do you know? What would you do
differently next time?
As a result of implementing the feedback,
the second lesson was successful. Students
produced higher quality work compared to
the first lesson and also showed a deeper
understanding of basic persuasive text
concepts providing well thought out
statements that supported their point of view.
Students also showed greater skills in
spelling and punctuation, with most students
producing multiple paragraphs of text with
minimal errors.
I also perceived that there was less off-task
behaviour as I was able to spend less time
re-explaining the task to individual students
and more time actively supervising the
 independently. students as I moved around the class.

I was fortunate to be able have this learning
experience early in my placement so I was
able to implement the lessons learnt for the
remainder of my lessons and into my career
as a teacher.

Supporting Evidence: Refer to Sonia Supporting Evidence: Mentor teacher feedback, planning Supporting Evidence: Mentor teacher
documents, course lectures and workshops. feedback, student work.